Marissa J Filderman
Biographic Data
| ID | 6790615 |
|---|---|
| NAME | Marissa J Filderman |
| GIVEN NAMES | Marissa J |
| FAMILY NAME | Filderman |
| SIGNATURE | FILDERMAN M J |
| AFFILIATIONS | The University of Alabama, Tuscaloosa, USA |
| ORCID | 0000-0002-8498-7345 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Progress Monitoring of Reading Comprehension
A substantial body of research supports the use of data-based decision making (DBDM) to support student reading progress, particularly in the areas of foundational skills such as word reading and oral reading fluency; less is known about DBDM in the context of reading comprehension. In this study, we compared a researcher-developed content-specific curriculum-based measurement (CS-CBM) with a standardized Maze CBM to determine the ways in which t…
Intensification of a Reading Comprehension Intervention Using Student Data
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results in…
Graph Out Loud
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investig…
Teacher Professional Development for Reading
Teacher professional development (PD) in reading is aimed at improving teachers' instructional practice and, in turn, positively impacting students' reading achievement. Findings from 25 studies included in this meta‐analysis demonstrate that overall, reading PD produced significant, positive effects on teacher outcomes ( g = 0.62). The overall effects of reading PD on teacher skills were large and significant ( g = 0.64), while the effects of re…
The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers
Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly researched strategies: main idea, inference, text structure, retell, prediction, self-monitoring, and gr…
Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders
This article reports on a pilot study of the Integrated Literacy Study Group , a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence‐based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized c…
Data Literacy Training for K–12 Teachers
This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? (c) Do training …
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading interv…
Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized contr…
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students
The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading…
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A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students
The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading…
Data Literacy Training for K–12 Teachers
This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? (c) Do training …
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading interv…
Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized contr…
Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders
This article reports on a pilot study of the Integrated Literacy Study Group , a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence‐based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized c…
The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers
Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly researched strategies: main idea, inference, text structure, retell, prediction, self-monitoring, and gr…
Intensification of a Reading Comprehension Intervention Using Student Data
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results in…
Graph Out Loud
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investig…
Teacher Professional Development for Reading
Teacher professional development (PD) in reading is aimed at improving teachers' instructional practice and, in turn, positively impacting students' reading achievement. Findings from 25 studies included in this meta‐analysis demonstrate that overall, reading PD produced significant, positive effects on teacher outcomes ( g = 0.62). The overall effects of reading PD on teacher skills were large and significant ( g = 0.64), while the effects of re…
Progress Monitoring of Reading Comprehension
A substantial body of research supports the use of data-based decision making (DBDM) to support student reading progress, particularly in the areas of foundational skills such as word reading and oral reading fluency; less is known about DBDM in the context of reading comprehension. In this study, we compared a researcher-developed content-specific curriculum-based measurement (CS-CBM) with a standardized Maze CBM to determine the ways in which t…
Psychology (9 works) · Mathematics education (6 works) · Reading and Literacy Development (6 works) · Computer Science (5 works) · Developmental psychology (5 works) · Pedagogy (5 works) · Reading (process) (5 works) · Linguistics (4 works) · Literacy (4 works) · Reading comprehension (4 works)